The library and the common reader program: a collaborative effort to college transition

2017 ◽  
Vol 45 (3) ◽  
pp. 440-453 ◽  
Author(s):  
Anamika Megwalu ◽  
Christina Miller ◽  
Cynthia R. Haller
Keyword(s):  
Learning Community ◽  
Extracurricular Activities ◽  
Student Development ◽  
Strategic Partnership ◽  
First Year ◽  
Active Member ◽  
Collaborative Effort ◽  
Content Type ◽  
The Common ◽  
College Library

Purpose This paper aims to describe the inception and continuation of a collaborative effort between York College’s Common Reader program and the York College Library. The Common Reader program comprises academic and extracurricular activities designed to help achieve the goals of York College’s First Year Experience Program to assist in the successful transition, achievement and retention of first-year students at York College, The City University of New York. Design/methodology/approach The Common Reader Committee was initially comprising only of participating classroom faculty and Student Development staff. York College Library was invited to help with one of the extracurricular events. Subsequently, the collaboration was considered essential to the success of the Common Reader program. This paper describes the library’s role in supporting the initiative. Findings The library is an active member of York’s Common Reader Committee and is involved in the selection of the Common Reader book; publicity of the program; promotion of library resources and services; and the programming of extracurricular events. Involvement in these areas allows the library to collaboratively build a learning community, integrate information literacy skills into the curricula, nurture the practice of critical reading and help students feel connected in a new academic environment. Originality/value Many colleges have implemented common reading programs, and, in many cases, libraries have been involved in the program in some shape or form. However, at York College, there is a strategic partnership between the library and the Common Reader program. Such a partnership has made it possible for the library to be deeply involved in helping students transition to college life.

Psychological engagement of university students

2018 ◽  
Vol 10 (3) ◽  
pp. 243-255 ◽  
Author(s):  
Carolyn Timms ◽  
Tracey Fishman ◽  
Alexander Godineau ◽  
Jamie Granger ◽  
Tariro Sibanda
Keyword(s):  
University Students ◽  
Learning Community ◽  
Well Being ◽  
First Year ◽  
Content Type ◽  
Course Experience Questionnaire ◽  
Human Needs ◽  
Psychological Engagement ◽  
Course Experience ◽  
Course Material

Purpose The purpose of this paper is to investigate the relationship of undergraduate university students’ course experience (learning community (LC), clear goals and standards, student support, study-family affect (SF affect) and autonomy) to their well-being, as measured by psychological engagement (dedication, absorption and vigour) and burnout (exhaustion and disengagement/cynicism). Design/methodology/approach First-year psychology students (n=128) were surveyed using previously validated measures of their well-being and experiences at university. Findings Belonging to a LC (where students were encouraged to develop fluidity with the subject matter and share insights) was positively related to students’ psychological engagement. By contrast, the provision of ready access to course materials did not predict student engagement. Knowledge of goals and standards predicted that students would find course work energising (vigour). Respondents reported that SF affect (where participation at university enhances family life) was related to their engagement at university. In addition, mature age students (over the age of 25 years) reported higher levels of engagement in their study than did younger students. Research limitations/implications The dominant predictor of student well-being (LC) was redolent of two important psychological human needs (affiliation and mastery). The central nature of this variable to student well-being is therefore currently undifferentiated and calls for the application of more finely tuned instruments to predict student well-being. Originality/value The current research applied measures from the widely validated Course Experience Questionnaire (Ramsden, 1991) as predictors of students’ psychological engagement and burnout. It highlights the value of personal relationships and community in university students’ mastery of difficult course material.

Beyond course work: expanding what’s valued in computer science degree programs

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Seungoh Paek ◽  
Peter Leong ◽  
Philip M. Johnson ◽  
Carleton Moore
Keyword(s):  
Computer Science ◽  
Extracurricular Activities ◽  
Real World ◽  
Active Role ◽  
Lessons Learned ◽  
First Year ◽  
Online Application ◽  
Content Type ◽  
Community Activities ◽  
Innovation Competence

PurposeAs the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.Design/methodology/approachRadGrad application is designed to promote participation in extracurricular activities, value real-world experience and provide guidance for students planning their degrees. What follows is an exploration of how the application was designed, along with an analysis of how students used it in its first year.FindingsFindings suggest RadGrad helped students to participate in relevant community activities and take an active role in planning their degrees.Originality/valueThe paper describes the features of the application, introducing how the concept of Innovation, Competence and Experience (ICE) scores – rather than a GPAs – were used to motivate undergraduates to participate in extracurricular activities. Initial results suggest RadGrad and the concept ICE scores can be applied to any field where students are encouraged to gain real-world experience as part of their degree program. Lessons learned and future directions are discussed.

scholarly journals Library instruction for first-year students

2014 ◽  
Vol 42 (3) ◽  
pp. 414-432 ◽  
Author(s):  
Amrita Dhawan ◽  
Ching-Jung j Chen
Keyword(s):  
Undergraduate Education ◽  
Core Curriculum ◽  
Theory And Practice ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
Content Type ◽  
City College ◽  
The City ◽  
College Library

Purpose – This paper aims to discuss the background, design and implementation of the new library instruction. When a new core curriculum for first-year students was adopted at the City College of New York in the fall of 2008, the City College Library took this opportunity to establish a new approach to teach library research to freshmen. Two library workshops were embedded into a six-credit combined content and writing course. Design/methodology/approach – This paper documents the process by which the City College Library successfully transitioned to the new system and also reflects on the theory and practice of teaching information literacy in an academic setting. Findings – Library workshops embedded within the new core curriculum have clear advantages over previous library instruction. By designing and implementing library workshops to blend with the new course, the Library has become a partner in an innovative first-year program. Practical implications – This study will provide useful information on the teaching and assessment of embedded library instruction and stimulate further thought on the role of information instruction in furthering the mission of undergraduate education. Originality/value – This paper presents opportunities to expand library instruction to the first-year seminar, the most commonly implemented curricular intervention designed for freshman students. By taking part in this important project, the Library becomes an integral participant in the initiative for retention and success for undergraduate education.

scholarly journals Level of user satisfaction on the Facebook library

2019 ◽  
Vol 36 (3) ◽  
pp. 7-8
Author(s):  
Dessy Harisanty
Keyword(s):  
Social Media ◽  
Social Networking ◽  
User Satisfaction ◽  
Sampling Technique ◽  
Academic Community ◽  
Active Member ◽  
Content Type ◽  
Academic Information ◽  
Search For Information ◽  
College Library

Purpose Facebook is a social networking media that has a big share in sharing information. Therefore, the college library that aims to meet the needs of the civitas academic information utilize this social media. This study aims to determine the level of user satisfaction of Facebook library Universitas Airlangga. Design/methodology/approach The method used is descriptive quantitative approach. The research location is at Universitas Airlangga Library Surabaya, Indonesia. The sampling technique is purposive, using the criteria of the academic community of Universitas Airlangga who become an active member or visit the Facebook of social network Facebook owned library at least three times in the past one month. The number of samples in this study were 220 respondents. Findings The results of this study indicate that the level of user satisfaction on the Facebook library shows the highest is as surveillance and the level of subsequent satisfaction in a row is as social relationship, individual identity and diversion entertainment. The biggest motive utilizing the Facebook library is to search for information about the library. Practical implications In the era of booming social media Facebook for teenagers who are the largest users of college libraries, utilizing Facebook social networking media in the library is considered effective. Originality/value This area is has been rarely researched by researchers in Indonesia.

Kesulitan Mahasiswa Pembelajar Pemula Bahasa Perancis dalam Memahami Gramatika

Metahumaniora ◽  
2017 ◽  
Vol 7 (3) ◽  
pp. 354
Author(s):  
Ferli Hasanah
Keyword(s):  
French Literature ◽  
French Language ◽  
First Year ◽  
The Common ◽  
French Grammar ◽  
Bahasa Indonesia ◽  
Selection Of

ABSTRAKGramatika pada setiap bahasa memiliki kekhasannya masing-masing.Mahasiswa Program Studi Sastra Perancis tahun pertama sebagai pembelajar pemulasering mengalami kesulitan dalam memahami gramatika bahasa. Kesulitan mereka tidakterlepas dari perbedaan-perbedaan mendasar pada struktur bahasa Indonesia sebagaibahasa ibu mereka dan bahasa Perancis yang tengah dipelajari. Penelitian ini dilaksanakandengan tujuan untuk mengetahui hambatan yang dimiliki mahasiswa pembelajar pemuladi Program Studi Sastra Perancis Universitas Padjadjaran dalam memahami gramatikabahasa Perancis. Metode yang digunakan dalam penelitian ini adalah metode simak dancatat. Hasil analisis ini menunjukkan bahwa kesalahan-kesalahan yang umum dilakukanpembelajar pemula ada pada penggunaan accent, konjugasi verba, partikel défini maupunindéfini, accord penanda feminin atau jamak, serta pemilihan preposisi.Kata kunci: gramatika, bahasa Perancis, konjugasiABST RACTThe grammar in every language has its own particularities. French literaturestudents in the first year as a beginner learners often have problem in understandingFrench grammar which is frequently considered difficult. Their struggle is inseparablefrom the fundamental differences between Indonesian structure as their mother tongueand the French language which being studied. This research aims to know the obstaclesof the students of beginner learners in the French Literature of Padjadjaran university inunderstanding the basic French grammar. The method used in this research is referringand taking notes method. The results of the analysis shows that the common mistakes oflearners are in the use of accents, verb conjugations, particles défini or indéfini, markeraccord feminine or plural, and the selection of prepositions.Keywords: grammar, French, conjugation

scholarly journals From “Technical Newbies” to “Optimistic Politicians”

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Prater ◽  
Konstantinos Kirytopoulos ◽  
Tony Ma
Keyword(s):  
Information Technology ◽  
Quantitative Research ◽  
Valuable Insight ◽  
Scheduling Problems ◽  
Information Technology Projects ◽  
Content Type ◽  
Common Causes ◽  
The Common ◽  
Project Estimation ◽  
Engineering Projects

Purpose Despite the advent of sophisticated control methods, there are still significant issues regarding late delivery of information technology projects. The purpose of this paper is to investigate the common causes of scheduling problems specifically in the information technology projects context. Design/methodology/approach Through a quantitative research, the importance of those causes, as well as the underpinning factors driving them, is explored. The causes are ranked according to their relative important index, and exploratory factor analysis is employed to reveal underlying dimensions (factors) of these causes. Findings From the analysis, four factors were extracted, namely, “Dataless Newbie,” “Technical Newbie,” “Pragmatic Futurist” and “Optimistic Politician.” These factors explain the different latent conditions that lead to scheduling problems in information technology projects. Practical implications The key contribution of this research is that it enlightens the latent conditions underpinning scheduling problems. Also, the evidence provides that schedule development for information technology projects is impacted by the same causes that impact engineering projects, and that applying a number of mitigation techniques widely used within the engineering area, such as reference class, would, no doubt, not only improve information technology schedules but also reduce the political pressures on the project manager. Originality/value This research provides a valuable insight into understanding the underlying factors for poor project estimation.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom

2008 ◽  
Author(s):  
Tamara J. Moore
Keyword(s):  
Complex Systems ◽  
Student Development ◽  
Engineering Problem ◽  
First Year ◽  
Foundation Engineering ◽  
Underrepresented Populations ◽  
Model Eliciting Activities ◽  
Engineering Problems ◽  
The Given ◽  
Mathematics And Science

Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) — realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.

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